Loris Malaguzzi Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more. - Loris Malaguzzi.

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Presentation on theme: "Loris Malaguzzi Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more. - Loris Malaguzzi."— Presentation transcript:

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Loris Malaguzzi Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more. - Loris Malaguzzi

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Malaguzzi’s Biography Timeline– Photo 1900’s He was born on February 23, 1920 Correggio, Italy Loris’s father wanted him to become a teacher – finished in 1939 During the World War II was teacher Married Nilde Bonaccini- had one son Died in 1994

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Influences John Dewey Jean Piaget Lev Vygotsky Put some of the ideas together to make his own

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Background on school A rumor about a town in the region Reggio Romana. Rode his bike to the town 1 st school was paid for by a German tank, nine horses, and two military trucks

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Reggio Emilia This approach is all around the world For children under the age of 6 years old “Children are powerful people, full of the desire and ability to grow up and construct their own knowledge” Students chose what they want to learn and how they are going to approach it

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Reggio Emilia Children learn most through interaction with other children, parents, and teachers in a good environment Classroom is active and has a lot of things to do hand on activities Space that everyone shares so they interact with one another

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Reggio Emilia Projects are chosen by the children The Teacher’s Role is to learn with the students Families, Students, Teachers, and School work together to improve the students knowledge

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Contributions His time Improved the lives of children Helped create another approach on how to teach young children

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Impressions He received awards - Lego prize, Kohl Foundation, 1993 “ A simple, liberating thought came to out aid, namely that things about children and for children are only learned from children. We knew how this was true and, at the same time, not true. But we needed that assertion and guiding principle; it gave us strength and turned out to be an essential part of our collective wisdom”